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Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students

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  • Pablo Usán Supervía

    (Department of Psychology and Sociology, Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain)

  • Alberto Quílez Robres

    (Department of Science Education, Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain)

Abstract

Background: in the school stage, adolescents experience different emotional and motivational states involved in the learning process that play a fundamental role in their personal and academic development. In this way, the study focuses on analyzing the relationships between emotional regulation, self-efficacy and academic performance, as well as the possible mediating role of self-efficacy in both. Methods: the study included 2204 students, both male (N = 1193; 54.12%) and female (N = 1011; 45.87%) with ages ranging from 12 to 18 years (M = 14.69; DT = 1.76). The measures used for the investigation were the Emotion Regulation Questionnaire (ERQ), the Academic Self-Efficacy Scale (ASES) and average marks were used to measure students’ academic performance. Results: The results of the study revealed a self-determined behavioral pattern characterized by high scores in emotional regulation, self-efficacy and academic performance. Likewise, the mediating role of self-efficacy between emotional regulation and student academic performance was significant. Conclusion: the influence of the academic self-efficacy variable as a mediator between the studied constructs is denoted, as well as the importance of promoting adaptive behaviors in the classroom that can lead to adequate personal development of students together with optimal academic performance.

Suggested Citation

  • Pablo Usán Supervía & Alberto Quílez Robres, 2021. "Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students," IJERPH, MDPI, vol. 18(11), pages 1-10, May.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:11:p:5715-:d:562671
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    References listed on IDEAS

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    1. Jianghua Mao & Chia‐Yen (Chad) Chiu & Bradley P. Owens & Jacob A. Brown & Jianqiao Liao, 2019. "Growing Followers: Exploring the Effects of Leader Humility on Follower Self‐Expansion, Self‐Efficacy, and Performance," Journal of Management Studies, Wiley Blackwell, vol. 56(2), pages 343-371, March.
    2. Moïra MIKOLAJCZAK & Sébastien VAN BELLEGEM, 2017. "Increasing emotional intelligence to decrease healthcare expenditure: how profitable would it be?," LIDAM Reprints CORE 2897, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
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    Cited by:

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    2. Ana Isabel Obregón-Cuesta & Luis Alberto Mínguez-Mínguez & Benito León-del-Barco & Santiago Mendo-Lázaro & Jessica Fernández-Solana & Josefa González-Santos & Jerónimo J. González-Bernal, 2022. "Psychometric Analysis and Contribution to the Evaluation of the Exams-Related Emotions Scale in Primary and Secondary School Students," IJERPH, MDPI, vol. 19(11), pages 1-12, June.
    3. Park, Hansol & Kim, Taehoon & Kim, Jinho, 2023. "Longitudinal pathways from adolescent depressive symptoms to cardiovascular disease risk in adulthood," Social Science & Medicine, Elsevier, vol. 318(C).
    4. Hang Xu & Rui Yang & Jianfeng Song, 2021. "Agricultural Water Use Efficiency and Rebound Effect: A Study for China," IJERPH, MDPI, vol. 18(13), pages 1-16, July.

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